Introduction Instructional congruence to improve malaysian students’ attitudes and interests toward science in low performing secondary schools.
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Instructional Congruence to Improve Malaysian Students’ Attitudes and Interests Toward Science in Low
Performing Secondary Schools
Ahmad Nurulazam Md Zain
School of Educational Studies Universiti Sains Malaysia, Penang, Malaysia
E-mail: anmzusm.my
Rohandi
School of Educational Studies Universiti Sains Malaysia, Penang, Malaysia
E-mail: rohandistaff.usd.ac.id Azman Jusoh
School of Educational Studies, Universiti Sains Malaysia E-mail: azman_799yahoo.com
Abstract
This study examined the effects of instructional congruence in teaching science on students’ attitudes and interests at three low performing secondary schools in Penang,
Malaysia. Implementing instructional congruence in teaching science had a significant positive effect on students’ attitudes in the constructs of practical work in science, science
outside of school, future participation in science, combined interest in science, and overall attitudes in science. Students’ attitudes about science outside of school had the greatest
effect on their attitudes about future participation in science. Science outside of school had a greater effect on students’ attitudes about future participation in science than did science
taught at school. The results of this study highlight the important of implementing a curriculum that places greater emphasis on integrating learning science both in school and
outside of school. In addition, the findings suggest that educators must concentrate more on learning science in school. The learning process should be contextual and relevant, and it
must give students opportunities to see what they are learning and to develop and sustain an interest in science.
Keywords:
Instructional congruence, Attitudes and interests toward science, Low performing secondary schools